Motivation and Self-Confidence

1. Motivation and Self-Confidence You’ve Got to Believe it to Achieve it!!

2. KNOW THYSELF • SELF: All of the beliefs, attitudes and opinions which an individual holds to be true about his or her unique existence • SELF-CONCEPT: The organization or configuration of those attributes • SELF-ESTEEM: How highly you regard yourself. Your sense of self-worth • SELF-CONFIDENCE: The realistic belief that you can successfully perform a given task

3. Trait vs. State • Global self-confidence: A predisposition to feel confident in many situations • Situation-specific self-confidence: The belief that you can succeed in situation at hand

4. Models of Self-Confidence • Bandura’s Theory of Self-Efficacy • Harter’s Competence Motivation Theory • Vealey’s Sport Confidence Model

5. Bandura’s Theory of Self-Efficacy • Self-efficacy is the “beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1977, p.3) • For self-efficacy to develop, the individual must believe that he or she is in control and has the power to produce specific results

6. Developing Self-Confidence 1. Successful performance (duh!) 2. Vicarious experience (participatory modeling) 3. Verbal persuasion 4. Emotional arousal Bandura, 1977, 1982, 1997

7. Validity of the Model • Perceived self-efficacy is a strong and consistent predictor of individual athletic performance • Those exhibiting high self-efficacy work harder, persist at a task longer, and achieve at a higher level • Situation-specific self-confidence can generalize to other situations and influence global self-confidence

8. Validity of the Model (cont’d) • Groups that collectively exhibit high self-efficacy also tend to perform at a higher level than groups exhibiting low collective self-efficacy • Can you think of any teams that exhibit collective self-efficacy?

9. Harter’s Competence Motivation Theory • Based on an individual’s feelings of personal competence • Individuals are innately motivated to be competent in all areas of human achievement

10. High Competence Motivation Self-Efficacy, Positive Affect and Feelings of Competence Low Competence Motivation Negative Affect Fewer Mastery Attempts Successful Performance Unsuccessful Performance Sports Drop-out Innate Motivation to be Competent in Sports: Mastery Attempts Harter’s Competence Motivation Theory

11. Vealey’s Sport-Specific Model of Sport Confidence • Sport confidence is the belief or degree of certainty individuals possess about their ability to be successful in sport SC-Trait + Competitive Orientation  Situation-Specific Sport Confidence (SC-State) • SC-State is predictive of performance • Performance results in subjective perceptions of outcome (e.g. satisfaction, perception of success, and perceived causes of the outcome)

12. Objective Sport Situation Trait Sport Confidence (SC-Trait) Competitive Orientation State Sport Confidence (SC-State) Behavioral Responses (Performance) • Subjective Outcomes: • Satisfaction • Successes • Perceived Causes

13. Building Self-confidence • Realistic/Attainable goals • Repeated successes • Praise & encouragement • Learn from your mistakes • Practice • Sharpen the saw • Social support • Verbal persuasion • Modeling • Self-talk

14. Self-Talk to Build Confidence • Statements we make to ourselves concerning our abilities • Can be positive (affirming) or negative • Positive self-talk is effective in developing self-confidence

15. Categories of Self-Talk • Task-specific statements relating to technique • Encouragement and effort • Mood words or phrases

16. Effective Self-Talk • Brief and phonetically simple • Logically associated with the skill involved • Compatible with the sequential timing of the task being performed

17. I (you) can do it! Explode!! 1-2-3------4 Nothing but net Automatic Smooooth Pick up the pace Stay with it Nothing gets past me I am fit and fast My first serve is unhittable Others? Examples?

18. Specific Uses of Self-talk • Building and developing self-efficacy • Skill acquisition • Creating and changing mood • Controlling effort • Focusing attention or concentration

19. Affirmation Statements • Statements that affirm the individual that he or she possesses the skills, abilities, attitudes and beliefs necessary for successful performance • Should be pre-selected and constructed in advance of a competition • “But what if I don’t believe my affirmation?” • “Fake it until you make it”

20. Learning Activity Come up with 3 affirmations regarding your performance in this course

21. Psychological Momentum • Does such a thing exist? • What is it? • When have you seen it?

22. Psychological Momentum Psychological momentum is “a positive or negative change in cognition, affect, physiology, and behavior caused by an event or a series of events that will result in a commensurate shift in performance and competitive outcome” Taylor & Demick, 1994, p. 54

23. Key Terms • Precipitating event • Momentum chain • Negative momentum

24. Models of Psychological Momentum • Antecedents-Consequences Model • Multidimensional Model - precipitating event • Projected Performance Model

25. Antecedents-Consequences Model Precipitating Event Experience of the Athlete Change in Cognition, Affect, and Arousal Change in Behavior and Performance Opponent Factor Change in Immediate Outcome

26. Gender and Self-Confidence • Is there a difference between males and females in their levels of self-confidence? • Men and boys generally score higher than women and girls on measures of self-confidence • Not true in all achievement situations

27. Achievement Situation • An achievement situation is one in which social comparisons are being made • Sport classifies as an achievement situation

28. Gender and Self-Confidence • Girls and women will suffer from reduced levels of self-confidence when one or more of 3 situational variables are present: • Nature of the task (gender-role appropriate?) • Ambiguity of available information (clear feedback about the quality of performance) • Social comparison cues (cooperative vs. competitive)

29. Developing Self-Confidence in Girls and Women • Ensure success through participatory modeling • Avoid gender-inappropriate activities • Avoid ambiguity through effective communication • Use effective modeling of correct performance • Decrease competitive situations during learning